ACRA ESCALA DE ESTRATEGIAS DE APRENDIZAJE PDF

Abridged ACRA Scale of Learning Strategies for University Students. – – Electronic Escalas de Estrategias de Aprendizaje [ACRA. Learning Strategy. Pereira S, Ramirez J. Uso de estrategias metacognitivas de estudiantes en inglés en De la Fuente J, Justicia F. Escala de estrategias de aprendizaje ACRA. Evaluación de estrategias de aprendizaje mediante la escala ACRA abreviada para estudiantes universitarios. Palabras clave: Estrategias de.

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Thus, we can find statistically significant differences and small coefficients, even close to zero, that cannot capture the actual direction of the relationship, which could be reflected on dot clouds without dee linearity.

Test ACRA. by mateo soto on Prezi

Weinstein and Mayer identified five types of strategies: Expert assistance in the learning process should allow the students to reach their objectives more easily and effectively.

Table 1 Descriptive statistics. See more Follow us: According to this model, EI involves a set of abilities related to the emotional processing of information.

These results are relevant for the design of future aprendjzaje programs focused on the acquisition and development fe LS for improving the teaching-learning process between lecturers and students. The following are some examples of the questions of the scale: Certainly, these correlational studies are promising, not only for a better understanding of other forms of aprendizaj of the EEA-U, but also to elucidate the relationships between learning strategies and these constructs which are highly relevant to the teaching-learning process.

Emotional repair has a greater average with respect to other dimensions of the PEI, and cognitive and learning control strategies has the highest mean value in LS dimensions.

Find it on Scholar. This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology.

There is a large body of evidence pointing to the important role of LS in predicting academic achievement in college e. The data obtained were coded in spreadsheets.

Taller 2: Escalas de Estrategias de Aprendizaje (ACRAS) by Kathy iiiii on Prezi

One of these limitations is that this is a transversal study, which does not allow us to establish any causal relationships. Canonical non-symmetrical correspondence analysis: Factor 2 grouped the items related to the management of internal and external conditions that are facilitators of learning.

The higher the score of the student, the greater the tendency toward strategic behavior. In addition, aprwndizaje we have co-linearity, CNCA allows us to reach the aimed objective without affecting the coefficients. A number of studies with Iranian university students from different fields of study have found that students both male and female that are emotionally intelligent use more LS Hasanzadeh and Shahmohamadi, ; Zafari and Biria, ; Soodmand et al. Cognitive and control learning strategies, Learning support strategies, and Study habits.

History of Western Philosophy.

Statistics

The always response scores 4 points, sometimes 3, rarely 2, and never 1 point. Create questions about the subject you are studying and try to answer them. The aprenfizaje of emotional intelligence. We then introduced the dimensions of the TMMS as the predictive variables. Tecle Ghebremuse – manuscript. However, it is sometimes the case that the distribution is not homogeneous and we can find a modal category or even the Simpson paradox Simpson, Capacidad predictiva del apoyo social en la inteligencia emocional de adolescentes.

Academic potential beliefs and feelings: We clearly observed statistically significant results when the part that explains these variables is small, as a consequence of the sample size. There are also specialists, such as McKeachie, Pintrich, Lin, Smith and Sharmawho additionally divide the learning strategies into three broad categories – cognitive, metacognitive and resource management — subdividing the cognitive strategies into simple and complex tasks.

Furthermore, the ecala presented, as a set, more theoretical consistency and higher indices of internal consistency, when compared to the data obtained with the first version of the scale Santos et al. An analysis of the functioning of items through the item response theory IRT would also be valuable for better use of the scale for diagnosis and psychoeducational intervention.

As identified by Boruchovitch and Santosit is evident that the diversity in the nomenclature of learning strategies is more terminological than semantic. Study in a group. The three factors identified, although they reveal considerable consistency, from the theoretical perspective, allowed only The information was processed using the descriptive statistics. Acrra as diretrizes e normas regulamentadoras de pesquisas envolvendo seres humanos.

Participants were of both genders, with Identify how much or how little you are learning. Received Jul 29; Accepted Oct Handbook of self-regulation of learning and performance. Psicologia Escolar e Educacional, 8 2 ,